Our Emerging Leadership Stories Telling, Thinking, Acting & Performing! Presenters: Victoria Marsick & Terrence E. Maltbia
Topic Outline Sculpting the Story Mindsets and Leadership Break
10:30
10:45 AM
12:15
1:15 PM
3:15
3:30 PM
NBI: Thinking Styles Lunch NBI: Leadership Connections – Profiles – Derailers – Communication Style
Break Leadership Growing Edge
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Sculpting The Story Leadership from the Inside-out…
Section Outline Identifying “notable” leadership moments Dyads: telling and listening to our stories (3 rounds) Storying… based on work of Jo Tyler, Penn State University
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Why Tell Stories? “One of the things I think we sometimes forget is that the real benefit of telling you my story is not so much that you’ll know what’s going on with me. The real benefit is that it will stimulate you to tell me your story.” Rick, Professional Storyteller In Jo Tyler, 2004, p. 15
Summer Leadership Institute 2009
Power of Story Telling “Stories, tellers and listeners combine to create an interactive dynamic of experience and imagination. When you add a dose of time and facilitation to the storytelling process, the result is actually not one story being told, but three: The one the teller tells; The one the listener hears through the lens of his or her own experience; and The one that teller and listeners co-create through reflection, dialogue and action.”
Tyler, 2004, p. 458 Summer Leadership Institute 2009 © Marsick & Maltbia (2009), copy right materials, please do not duplicate without authors’ written permission.
Our Leadership Stories Think of “notable moments” you have had when you were leading - ones that you’re willing to share. It might be a… 9 great success 9 big surprise 9 significant challenge 9 big risk 9 difficult disappointment
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Sculpting the Story
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Now, tell your story to your partner. At the sound of the chime, switch. Summer Leadership Institute 2009 © Marsick & Maltbia (2009), copy right materials, please do not duplicate without authors’ written permission.
Some positive feedback: What did each of you like most about your partner’s story?
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More Telling and Listening Integrate the feedback you received – Your partner’s appreciation – Your own sense of the story
Retell your story to your partner Listeners, when you hear the chime, tell your partner the story you heard.
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Switch Roles Second partner retells; first partner listens At the chime, listeners tell the story they heard
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How was it to…
• Tell? • Listen? • Hear your story told by your partner? • Tell your partner’s story?
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Reversing the Point of View Imagine your story from the perspective of one person in the situation in which you were leading. Tell your partner the story that other person might tell, in that person’s voice. Switch at the sound of the chime.
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How was it to reverse the point of view?
What about your practice feels interesting, surprising, affirmed, or challenged? What matters now?
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Power of Story …. “In genuinely hearing the narrative of the Other and thereby affirming the Other, I am at the same time sanctioning his or her right to feel a life force, which in turn means that he or she can feel or sense something that together we experience and define as transcendent.…” —Thomas J. Cottle 2002, Qualitative Inquiry 8(5)
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Cottle goes on to say… “In the act of affirming the Self of the Other and, hence, our own selves, we now imagine that we can see the unseeable.” —Thomas J. Cottle 2002, Qualitative Inquiry 8(5)
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Insight into Ourselves as Leaders What do I now know how I want to grow myself as a leader? What do we, collectively, know about ourselves as school leaders?
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Leadership Mindsets… Thinking, Feeling, Acting and Outcomes!
Opening Activity: Mindsets Purpose Actions are responses to our questions (stated/unstated: M. C. Goldberg, 1998) Learn to be intentional in how we frame our experiences – connections to coaching and creating coaching cultures
Guidelines As I read two sets of words… Be mindful of what you are thinking, feeling, and so on...
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Self Talk: Words, Stories, Emotions Judger Self…
Learner Self…
Problem focused
Solution seeking
Rational
Possibilities
Inflexible
Open
Reactive
Proactive
Blame
Explore
Judgment
Acceptance
Defend
Discover
Know it already
Inquiry
Afraid of change
Intentional change
Win-lose
Win-win 21
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Source: Marilee C. Goldberg, The Artplease of the Question (1998, pp.without 161-178) © Marsick & Maltbia (2009), copy right materials, do not duplicate authors’ written permission.
Clear Points: Learner/Judger Mindset
Orientation/Nature of Internal Questions Influence our… Thinking Feeling Behavior Relating Outcomes Source: Marilee C. Goldberg, The Art of the Question (1998, pp. 161-178)
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Opening Activity: Mindsets Purpose Actions are responses to our questions (stated/unstated: M. C. Goldberg, 1998) Learn to be intentional in how we frame our experiences – connections to coaching & creating coaching cultures
Guidelines As I read two sets of words… Be mindful of what you are thinking, feeling, etc. as facilitator reads 2 sets of words Discuss how our “mindset” influences the way we show up in relation to others as a coach 23
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Discussion Which words did you notice? What were you thinking, feeling, doing (round #1/round #2)? Implications for our work together this week?
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Mindset/Relationship (orientation/pattern) Judger Mindset 9 9 9 9 9 9 9 9
Learner Mindset
Judgmental (of self & others) Reactive/automatic Blame Either/or thinking Defends assumptions Focus on statements/opinions Possibilities seen as limited Mood: Protective
9 9 9 9 9 9 9 9
Judger Relationships
Accepting (of self & others) Responsive and thoughtful Responsibility Both/and thinking Questions assumptions Question focused Possibilities seen as unlimited Mood: Curiosity
Learner Relationships
9 9 9 9 9
Win-lose 9 Sense of being separate 9 Fear of differences 9 Debate 9 Listens for (right/wrong, agree/ 9 disagree) 9 Feedback perceived as 9 rejection Source: Michael Marquardt (2005, p. 80). 25
Win-win Sense of being connected Values differences Dialogues Listens for (facts, feelings, meaning, commonalities) Feedback perceived as worthwhile Summer Leadership Institute 2009
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Mindsets: Clear Points… Function Judger Self
Learner Self
Thinking
Sample Guiding Questions…
Sample Guiding Questions…
What is wrong with me (or the other person, or the situation)?
How can I best understand what’s going on here/now? What is possible?
How can I protect or defend myself?
What are my goals? What are my choices?
How can I avoid, stop, or control this feeling? How could I get hurt?
What am I feeling? How can I accept & embrace what I’m feeling?
What will people think if they see me feeling this way?
How can I calm myself? What’s one thing I can do now to help me feel better? Support?
How can I prove I’m right?
What is the most appropriate way to do this?
How can I get them to do what I want?
How can I contribute to getting this done or moving this situation forward?
In what ways is he/she less (or more) important, worthy, or significant than I am?
In what ways are we alike? How could our differences be a contribution to each other given the situation?
How is his/her reaction connected with me?
Should I take this personally? Other explanations?
Feeling
Behaving
Relating
Source: Marilee Goldberg (1998, pp. 161-178).
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NBI Assessment Results Thinking about our Thinking & Leadership…
Why thinking styles? Self-awareness enhances social-awareness Leadership is relational Improved team processes Intentional choice Informed action Personal and Professional fulfillment
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Framing—Mental Models Matter Worldview/ Mental Models
Outcomes/ Results
“Data” you pay attention to
Options, action Strategies Source: Boud, Cohen & Walker (1993)
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Worldview… Definition: The collection of one’s personal philosophies, beliefs and perspectives that inform how one sees the world.
“We “Wedon’t don’tsee seethings things as asthey theyare, are,we wesee see things thingsas aswe weare.” are.” ––Anais AnaisNin Nin
Culture
Thinking Preferences
Education
WORLDVIEW
Life Experience
Gender
Social Economic Status Summer Leadership Institute 2009
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What Does the NBI Measure… The Theextent extentto towhich whichan anindividual individualprefers preferscertain certain types typesof ofthinking thinking//mental mentalprocesses processesover overother other types typesof ofthinking thinking//mental mentalprocesses. processes. The Thetools toolsdo donot notmeasure measureskill skillor orability, ability,although although often oftenwe weend endup upbeing beingmore moreskilled skilledat atthose those things thingswhich whichwe westrongly stronglyprefer. prefer.
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Theory—Left Brain / Right Brain Model Left side processes:
Right side processes:
Speech
Creativity
Analysis
Patterns
Time
Spatial awareness
Sequence
Context
It recognizes:
It recognizes:
Letters
Faces
Numbers
Places
Words
Objects
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Theory—The Human Brain (High & Low) CEREBRAL CORTEX LOBES Frontal Lobe: Motor Behavior (planning and regulation) Parietal Lobe: Touch, pain, integration of sensory info Temporal Lobe: Emotions, memory, recognizing speech Occipital Lobe: Visual perception
DEEPER BRAIN STRUCTURES LIMBIC SYSTEM Hippocampus: Learning and memory Amygdala: Emotions, response to stress and threat Basal Ganglia: Motor control, emotion, cognition 33
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Quadrants: Four Thinking Styles L1
WHAT?
R1
(Rational/Goals/Head)
L2
WHY?
(Big Picture/Systems/Spirit)
REALIST
STRATEGIST
ANALYST
IMAGINEER
HOW?
R2
(Processes/Hand)
WHO?
(Human Relations/Heart)
ORGANIZER
EMPATHIZER
PRESERVER
SOCIALIZER 34
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Tool: STAR Factors (Gathering Critical Incident Examples)
High Point/Low Point… Situation—What was the situation? Trigger? Players? Role? Task—Intentions? Goal? Action—What did you do? Others? Approach? Result—What was the outcome? Compare to initial intent?
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Context Situation
Task
Action
Result
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WORDS USED TO DESCRIBE…
L1 – REALIST & ANALYST
CLEAR
RATIONAL
LOGICAL
OBJECTIVE
CRITICAL
REALISTIC
CONCRETE
FOCUSED
SENSIBLE
ACCURATE
COHERENT
CALCULATING
GOALS
PERFORMANCE
BOTTOM-LINE
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WORDS USED TO DESCRIBE…
R1 – STRATEGIST & IMAGINEER
CURIOUS
STRATEGIC
IMAGINATIVE
INTUITIVE
RISK-TAKING
VISIONARY
CREATIVE
SIMULTANEOUS
VISUAL THINKER
UNCONVENTIONAL
EXPERIMENTING
BIG-PICTURE
CHALLENGES STATUS / QUO OPPORTUNITY-ORIENTED
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WORDS USED TO DESCRIBE…
R2 – EMPATHIZER & SOCIALIZER
SOCIABLE
APPROACHABLE
PERCEPTIVE
EMPATHETIC
UNDERSTANDING
SUPPORTIVE
HARMONY
RELATIONSHIP-ORIENTED
LOYAL
TOLERANT
SENSITIVE
AFFECTIONATE
FEELING
EMOTIONALLY EXPRESSIVE
COHESION
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WORDS USED TO DESCRIBE…
L2 – ORGANIZER & PRESERVER
ORDERLY
NEAT
STRUCTURED
RELIABLE
CONSISTENT
DILIGENT
METHODICAL
DETAIL-ORIENTED
PREPARED
SYSTEMATIC
HABITUAL
ROUTINE
PUNCTUAL
EFFICIENT
ORGANIZED
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Prediction… Most Preferred Thinking Style
_________________
Secondary Thinking Style
_________________
Next
_________________
Least Preferred Thinking Style
_________________
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Reviewing Your Results General Profile - Page 1 Instructions for Reviewing Results – pp. 2/3 Interpretation – pp. 4-5 8 Dimensions/Deeper Look – pp. 6/7 Implications: Self/Practice Summer Leadership Institute 2009 © Marsick & Maltbia (2009), copy right materials, please do not duplicate without authors’ written permission.
Levels of Analysis Start… “Big-Picture” View – Four Quadrants (L1, R1, R2, L2)
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Group Profile
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Maltbia Results
Page 1
Scale… • 95+ • 80-94 • 65-79 • 50-64 • -50
Very High Preference High Preference Average Preference Low Preference Very Low Preference
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Levels of Analysis Start… “Big-Picture” View – Four Quadrants (L1, R1, R2, L2) Continue… “High Road” & “Low Road” / LB & RB Mix
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Maltbia Results
READ pp. 2-4
Scale… • 95+ • 80-94 • 65-79 • 50-64 • -50
Very High Preference High Preference Average Preference Low Preference Very Low Preference
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Levels of Analysis
READ pp. 6-7
Start… “Big-Picture” View – Four Quadrants (L1, R1, R2, L2) Continue… “High Road” & “Low Road” / LB & RB Mix Explore… 8 Dimensions within the Quadrants Summer Leadership Institute 2009 © Marsick & Maltbia (2009), copy right materials, please do not duplicate without authors’ written permission.
A Closer Look…
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Levels of Analysis Start… “Big-Picture” View – Four Quadrants (L1, R1, R2, L2) Continue… “High Road” & “Low Road” / LB & RB Mix Explore… 8 Dimensions within the Quadrants Go Deeper… Dimensions by Order of Preference Summer Leadership Institute 2009 © Marsick & Maltbia (2009), copy right materials, please do not duplicate without authors’ written permission.
Dimension Worksheet NBI Dimension
No.
%
Descriptors and Leadership Connections
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Tool: Make Available Insert your numbers below (decimals for B & C):
Category
Percentage (%)
Raw Score
L1
Realist
Analyst
Realist
0.06
17.67
57
0.31
0.69
Analyst
0.13
39.33
L2
Preserver
Organizer
Preserver
0.08
24.2
55
0.44
0.56
Organizer
0.10
30.8
R1
Strategist
Imagineer
Strategist
0.26
76.59
111
0.69
0.31
Imagineer
0.11
34.41
R2
Socializer
Empathizer
Socializer
0.10
29.26
77
0.38
0.62
Empathizer
0.16
47.74
1.00
300
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Make Reveal Additional Insight? 0.30
R1 – 1st 0.25
0.20
R2 – 2nd
L1 – 3rd
0.15
R1 – 4th
0.10
0.05 0.00 Realist
Analyst
Preserver
Organizer
Strategist
Imagineer
Socializer
Empathizer
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Maltbia Example NBI Dimension
No.
%
Descriptors and Leadership Connections
Strategist (R1)
77
25.67
I’m energized by “big picture” thinking; variety, and connecting the future with the past. Leverage influence & self-presentation.
Empathiser (R2)
48
16.00
When working with new ideas I’m committed to finding ways to enlist others in creating a “shared vision” – Concern/Engage
Analyst (L1)
39
13.00
Once the idea begins to take shape, I like to drill down & explore the possibilities looking for themes/patterns w/others – E/A & S/C
Imagineer (R2)
34
11.33
I’m inspired to create the new from the old, only when the foundation is in place – synchrony (way of making connections)
Organiser (L2)
31
10.33
I’m less energized by this work, yet motivated to do so in specific context, situation & conditions—otherwise its painful
Socialiser (R2)
29
9.67
Very hard work for me to interact in large groups, need to have ways to be present for extended periods of time (Edge)
Preserver (R2)
24
8.00
This is a space that is difficult for me as well, the risk is that I can unintentionally be disrespectful to tradition (cultural impact).
Realist (L1)
18
6.00
When I’m passionate about an idea, I don’t always listen to, or want to listen to unintended consequences (managing risk). Summer Leadership Institute 2009
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Maltbia NBI Reflections… As I review my NBI (thinking styles) results from various levels of analysis, a number of important, yet sometimes different, insights emerge for me. At the highest level, it’s interesting to note that I’m relatively more cerebral (i.e., high road, thinking oriented – 56%) compared to limbic (i.e., low road, auto-response – 44%). Specifically, when encountering new situations, I tend to observe first, look for patterns to understand what’s happening, the feeling and emotional responses tend to come into my awareness much later. The difference between low road and high road as less pronounced (12% gap) when compared to the difference between left brain and right brain (62.67% right/37.33% left), the messages are clear for me, I enter experiences for the perspective context, that is I enjoyed understanding the context, I’m wired to notice patterns (in behavior, speech acts, communication, etc.). In turns of context, I find it easier to focus on the faces, places and objects embedded in a situation, yet those that require attending to numbers and other concrete data are difficult for me and require more energy. Looking at the strategic learning framework, I focus on the more “reflective” aspects of context, that is, the way that various aspects of one’s external environment is landing on them, how they feel about situations, other similar events, the images that come to mind, and so on, I focus less naturally on the more concrete, objective aspects of the situation, yet these are important aspects of context, so require my attention and focus early in engagements. Without doing so, my strengths around working with interpretative data might not be best realized. Looking at the more detailed view on page 6, seeing the strategist, empathizer, and analyst focus in 3 of the 4 quadrants helped me better understand the dynamics of my thinking style. Looking at the dimensions at the more detailed level was most revealing in that it highlighted the strength of my strategist preference (25.67% - R1), followed by the empathizer (16% - R2), what was noteworthy that empathizer (13% - L1) was stronger than imagineer (11.55% - R1), what has become clear to me, is that I strongly prefer to think about situations as a strategist, then the three dimensions of empathiser, analyst and imagineer are more parallel vs. sequential (very close %) – this insight also gave clarity to a challenge I’ve had which relates to being expected by others to be an oganizer (10.33%/my 5th) because given my corporate experience I’m often good at it compared to many for the strong “Rs” I find myself working with.
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Maltbia NBI Reflections… Using metaphor to process these thinking styles was useful for me to know that I start with the “sprit” embedded in experiences (from a cerebral point of view), then move to the heart, the head and later to the hand (doing, implementation). It is not that I can’t implement, yet I derive my greatest energy from strategic work, doing some with a small group of trusted partners, and having the chance to really drill deep to ensure that we build a strong foundation for success together. When these things are in place, I’m motivated to implement, yet when they are not and others expect me to focus on the details, it saps energy and I grow impatient, get frustrated and become difficult to be around. These insights provide a clear picture for me to be more intentional about: (1) making clear to others where I derive energy and the roles that I tend to engage in with strong results; (2) surrounding myself with, and learning to better identify others with stronger preferences in the dimensions of organizer and realist, so that I don’t fall into a common pattern of being expected to play those roles on work teams; and (3) ensuring that I’m able to approach work with the sequence of strategist, empathiser, analyst, and imagineer prior to moving to implementation, and when the situation demands are not consistent with this ideal approach, make sure that others who are better suited, when possible, can take on the preserver, organizer and realist roles early in the team development and performance cycle. It was also reinforcing to see that my NBI, thinking styles results were consistent with my learning styles inventory (LSI) that is the R1 (strategist) seem consist with my strong assimilating style (with a focus on observing situations and abstracting patterns and lessons learned). Maltbia
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Reviewing Your Results General Profile - Page 1 Instructions for Reviewing Results – pp. 2/3 Interpretation – pp. 4/5 8 Dimensions/Deeper Look – pp. 6/7 Implications: Self/Practice
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Personal Reflections and Discussion List 2-3 insights that emerge for you as a result of completing the assessment? As you review your results, what are the implications of how your thinking preference might influence how you show up as a leader? What questions remain for you about the tool and its use? Summer Leadership Institute 2009 © Marsick & Maltbia (2009), copy right materials, please do not duplicate without authors’ written permission.
Quadrants: Leadership Profiles L1
R1
•Competitors •Decision makers •Goal-oriented • Sprinters •Political game masters •Deal makers
• Visionaries • Trendsetters • Creative/Creators • Big picture thinkers • Experimenters • Energizers
L2
R2
•Planners •Supervisors •Methodical problem solvers •Drivers •Implementers •Controllers
•Teachers •Communicators •Counselors •Listeners •Conflict resolvers •Collaborators 59
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Quadrants: Potential Derailers L1
R1
Goals/Competitors
Big Picture/Visionaries
•Overemphasis on competition •Short-term focused •Autocratic decision making
• Unrealistic vision • Poor methodology/execution • Lack of discipline
L2 Process/Planners •Excessive deference to expertise •Value only scientific thinking •Right-way & wrong-way focused
R2 Human Relations/Teachers • Group think • Irrational enthusiasm • Isolation from external pressures Summer Leadership Institute 2009
Source: Maltbia’s (2009) adaptation of concepts found in Degraff & Shawn (2007 p. 221)
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Your Growing Edge as a Leader What’s coming up for you as you reflect on the day?
Your Growing Edge as a Leader What insights do I now have into my growing edge as a leader? How does today’s work build on the Cahn Framework and focus for this year?
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Your Theory of Action, Part 3: What leadership qualities help you do the things that influence the things that lead to student learning?
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Leadership development
Mentoring Leadership for school development
School development Summer Leadership Institute 2009 © Marsick & Maltbia (2009), copy right materials, please do not duplicate without authors’ written permission.
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Your Growing Edge as a Leader How can I use these insights moving forward as a leader in light of: – – – –
My leadership credo? My thinking and communicating styles? My support for development of teachers & others? Changes I am making at my school and/or in the “system”?
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